| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 47-60 |
| Abstraksi Narasi | : | Students who are considered to be at risk of educational failure because of their social and economic origins represent about one third of all elementary and secondary enrollments. This article explores the financial requirements for bringing these students into the educational mainstream so that they are academically able. First, it provides an elaboration on the rising demography of at-risk students and the deleterious consequences to the economy and society of failing to meet their educational needs. Second, it summarizes the evidence on the payoffs to educational investments in at-risk students and finds that benefits are well in excess of costs. Third, it evaluates criteria for determining the financial requirements for addressing educational needs of at-risk students and suggests that additional spending of about $21 billion a year (about 10% of present elementary and secondary expenditures) may be appropriate. finally, it reviews the roles of federal, state, and local governments and the private sector in providing the additional financial and resources needes to succeed. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 3-15 |
| Abstraksi Narasi | : | Lawsuits in nearly three dozen states have challenged the constitutionality of state school finance provisions on equal protection or educational adequacy grounds. Presently, the U. S. supreme Court, a federal appelate court, and 10 state supreme courts have upheld state provisions, and 7 state supreme courts have held school financing provisions unconstitutional. although wealth-related school finance litigation began in 1968 and the U> S. Supreme Court ruled on the issue in 1973, the judicial caldron continues to boil. Protracted rounds of litigation over the years in several states and a rash of recent suits reveal this issue to remain lively and contentious. |
| Nama Pengarang | : | Laura L. Greene, Michael W. La Morte, Levin, Henry M. , Stephen M. Barro, James N. Fox, David H. Monk |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 61-68 |
| Abstraksi Narasi | : | An existing model of student loan default uses discriminant function analysis to identify the characteristics of borrowers who repay their loans and those who default. This paper uses data on National direct Student Loan borrowers at the University of North Carolina at Greensboro to confirm the results of a previous paper`s discriminant function analysis and to present an alternative method of analysis, the Tobit technique. An advantage of Tobit is that it uses information not only from the categorical default/no default decision but also from the magnitude of the default. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 301-313 |
| Abstraksi Narasi | : | Because the wisdom and likely effects of educational innovations rarely are established before their adoption, the innovation must seek their legitimacy in nonempirical sources. This paper uses the example of the rapidrise of state-mandated, high-stakes testing programs to suggest that proposed innovations find their way into practice by virtue of their potency as symbols of prevalent value urientations in the wider culture. Thus, innovations undergo a type of consensual, symbolic validation that determines their acceptability. State-mandated, high stakes testing programs have gained widespread popular support in the quest for heightened educational standards bacause they symbolize order and control, desired educational outcomes, and traditional moral values. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 251-270 |
| Abstraksi Narasi | : | Case studies of site-based governance councils in Salt Lake City, Utah, provided the basis for testing whether building-based councils with broad jurisdiction, formal policymaking authority, parity protections, and training provisions actually enable teachers and parents to exert substantial influence on school policy. Despite the existence of these highly favorable arrangements, teachers and parents did not wield significant influence on significant issues in these decision arenas. Other factors, notably the composition of the councils, the relative power and role orientations of principals and professionals, norms of proppriety and civility, the nature of dictrict oversight and support, a congenial culture, and stable environment intervened to transform policymaking bodies into auxiliary units, convert teacher-parent parity to principal-professional control, and maintain rather than alter the influence relationships typically and traditionally found in schools. The implications of this research for those who advocate site-based governance as a potent reform strategy are discussed. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 325-342 |
| Abstraksi Narasi | : | This study compares the desegregation effectiveness of voluntary plans with magnet schools to mandatory reassignment plans with magnet schools in a sample of 20 school districts. The analysis suggests that a magnet school plan based primarily on voluntary transfers will produce greater long-term interracial exposure than a mandatory reassignment plan with magnet components. This is probably due to the greater white flight from the mandatory plans. Thus adding magnet schools to a mandatory reassignment plan does not make it competitive with a voluntary plan. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 271-284 |
| Abstraksi Narasi | : | Reference to values in education policy studies is commonplace, but close analysis is never done. This article provides behavioral definitions of four basic values-quality, equity, efficiency, choice-that render them amenable to quantitative analysis. The consept of culture is offered to explain policy behavior, specifically the meritocratic, egalitarian, and democratic cultures within our national culture. These value definitions are applied-via content analysis-to state education codes in Illinois and Wisconsin to demonstrate how policy choices are moved by different cultures. The results also demonstrate evidence for Elazar`s ``political culture`` concept. The conflict and complementarity inherent in these values are also discussed. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 285-299 |
| Abstraksi Narasi | : | A conceptual framework for understanding student and teacher commitment is presented and illustrated with data from a field study of 10 urban high schools. Three points are made. First, alienation and commitment are multidimensional; teachers and students make a variety of commitments that affect the nature of their work. Second, teacher and student commitments are mutually reinforcing. If one is low, it will depress the other. Finally, five school factors are identified that can increase commitments: relevance, respect, support, expectations, and influence. Policy implications of changing these factors in school are discussed. |
| Nama Pengarang | : | Blank, Rolf K. , Pamela H. Espenshade, William A. Firestone, Sheila Rosenblum, Marshall, Catherine , Frederick Wirt, Douglas Mitchell, Christine H. Rossell, Rodney T. Ogawa, Betty Malen, Peter W. Airasian |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 315-324 |
| Abstraksi Narasi | : | The Council of Chief State School Officers began a project in 1986 to develop state indicators of the condition of science and mathematics education in elementary and secondary schools. Based on a 50-state survey, the following data summarize current state policies related to science and mathematics in three areas: (a) policies affecting the amount of instruction at elementary and secondary levels; (b) state requirements for the certification of science and math teachers and policy initiatives related to teacher certification; and (c) state testing programs in science and mathematics. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 200-211 |
| Abstraksi Narasi | : | Current plans to use National Assessment of Educational Progress (NAEP) results to compare and rank states may lead to a perception of NAEP as a ``national achievement test`` representing a ``national curriculum.`` The coherence of local curricula can be either enhanced or damaged if NAEP assessments are used to compare states. NAEP procedures should be reformulated to (a) preserve and enhance curriculum coherence and encourage instructional improvement and achievement; (b) include extensive participation of local and state educators; and (c) clarify the links between NAEP content and local curricula. |
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